Abstract
The results of the theoretical empirical research of the peculiarities of first grades’ adaptation under the New Ukrainian School (NUS) concept implementation are presented in this article. The peculiarities of adaptation are shown in the integration of emotional, behavioral, cognitive and educational-motivational indicators of its components. The hypothesis that modern educational conditions contribute to acceleration of pupils’ school adaptation and develop positive attitude to educational activities has been verified. The results of the research have proved that mostly individually oriented model of education contributes to pupils’ adaptation, has a positive influence on their emotional state, energy balance, attitude to school, communicative participation, capacity of reflection. The importance of deeper and more extensive study of this problem is highlighted; the implementation of a longitudinal method will let study the impact of the New Ukrainian School conceptual principles on the development of adaptational, educational and personal potential of every student more extensively.
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